本研究旨在瞭解金門縣國民小學普通班教師對融合教育支援服務現況及滿意度，並分析不同背景之教師在融合教育支援服務的四個向度「學校行政支持」、「教學與評量調整」、「特教知能成長」與「家長參與」的獲得情形與滿意度。透過自編問卷的方式，針對金門縣一百學年度任教班級中有特殊教育學生的普通班教師為研究對象，以普查的方式發出195份問卷，回收率94％。本研究結果如下說明：金門縣國小普通班教師在融合教育支援服務獲得情況為「偶爾獲得」至「常常獲得」間；而對其滿意度在「尚稱滿意」至「相當滿意」間。各向度中，只有「學校行政支持」的向度在獲得情形及滿意度上達到顯著差異水準。金門縣國小普通班教師會因個人背景變項之「任教學區」與「擔任職務」，在融合教育支援服務的獲得程度上達顯著差異水準；國小普通班教師會因個人背景變項之「任教學區」，在融合教育支援服務獲得滿意度達顯著差異水準。金門縣國小普通班教師在融合教育支援服務獲得現況與滿意度之集群類型可分為「積極進取組」、「循規蹈矩組」與「漠不關心組」。而不同集群類型之普通班教師獲得融合教育支援服務現況及滿意度皆達顯著差異水準。

The purpose of this study aimed to investigate elementary school teachers’ satisfactions of inclusive education support service in Kinmen county and analyzed the teachers’ satisfactions of the four parts in inclusive education support service, which is school administration support, teaching and evaluation adjustment, special education and parental involvement. The questionnaire was conducted among 195 participants and 94% was valid. The results were as following: 1. The degree of obtaining inclusive education support service was between “sometimes” and “often.”; and that degree of the teachers’ satisfactions of inclusive education support service was between average and satisfied. 2. There is a significant difference in the degree of satisfaction of the school administration support. 3. The significant difference in the degree of the satisfaction is influenced by the individual variables of the teachers, such as the school district and the teachers’ position. There was no significant difference in other background variables. 5. The types of the degree of the teachers’ satisfactions of inclusive education support service and current obtainable situation can be divided into three types, which is “Aggressive type” and “Obedient type” and “Indifferent type.” 6. The significance was found in the degree of inclusive education support service current obtainable situation and the three different types. “Aggressive type” was higher than “Obedient type” and “Indifferent type.” “Obedient type” was higher than “Indifferent type.” 7. The significance was found in the degree of the teachers’ satisfactions and the three different types. “Aggressive type” is higher than “Obedient type” and “Indifferent type.” “Obedient type” is higher than “Indifferent type.”

普通班教師; 融合教育; 支援服務

elementary school teachers; inclusive education; support service